Exploring business studies teachers experiences of learning through professional learning communities in the context of curriculum changes : a case of five schools in the Pinetown district.

Abstract

The purpose of this study was to explore Business Studies teachers‟ experiences of learning through Professional Learning Communities (PLCs) in the context of curriculum changes. In addition it sought to explore the experiences of teachers‟ professional learning in a PLC. Literature on PLCs has proliferated in the last decade, signifying the importance of collaborative learning practices. This study investigated the level of development given to teachers during the time of transition, the purpose was to find how professional learning communities can help in developing teachers. This was a qualitative study, located within the interpretive paradigm. A case of five schools in the Pinetown district about teacher learning in PLCs. Data generation methods included semi-structured interviews with five teachers. The findings of the research revealed that learning occurred predominantly in a collaborative capacity both formally and informally. Various modes of teacher learning were expressed: individual learning, collaborative learning, networking and mentoring. In terms of teachers‟ experiences of learning in a PLC, occurrences were mostly positive. One of the most challenging factors of teacher learning in a PLC was the lack of support that was afforded to teachers. In addition the lack of time, and work intensification, hindered successful teacher learning in a PLC. These findings prompted the need for more involvement from leaders to support teacher learning in PLCs which was expressed as one of the recommendations. Furthermore, it was recommended that leaders play an integral role in establishing virtual PLCs for teachers to collaborate with members within and outside their organisation, allowing for networking and learning from external social agents.